Year
2020
Units
4.5
Contact
12 x 1-hour lectures per semester
13 x 2-hour workshops per semester
Prerequisites
Admission into MTS-Master of Teaching (Secondary)
Enrolment not permitted
1 of EDUC2302, EDUC3526 has been successfully completed
Assessment
Assignment(s)
Topic description
This topic supports pre-service teachers to think about their role as a teacher of literacy in their teaching areas. The topic begins with a focus on how socio-cultural background shapes students' textual practices. Definitions of literacy are considered, together with their implications for classroom teaching. Against this background pre-service teachers will examine their responsibility to teach literacy in their specialist teaching areas. Classroom strategies which support students’ literacy learning will be explored.
Educational aims
  • Understand that education policies, educational contexts and student needs are some of the factors that impinge on teachers’ work

  • Understand their responsibility to teaching literacy in the middle and secondary years in their teaching areas/disciplines

  • Develop understandings, knowledge and skills for supporting literacy learning appropriate for beginning middle and secondary schooling teachers

  • Introduce students to the field of literacy education research
Expected learning outcomes
On completion of this topic students will be able to:

  • identify a range of written, oral and visual texts and to be able to select appropriate texts, and ways of dealing with texts, for middle school students

  • acknowledge the contextual factors that shape text production: that a text is influenced by who wrote it; when, where and under what circumstances it was written; and, its intended audience and purpose

  • know the language structures and features of different text types, why they are significant, and ways of teaching them in classrooms, using appropriate meta language that is clear and precise.

  • identify and select from a range of teaching strategies that support students’ literacy development and be able to use these strategies effectively

  • identify how literacy is conceptualised in their teaching area/discipline and be able to able to embed literacy teaching in their classroom pedagogy

  • identify a range of views found in the literature about literacy learning and pedagogy and how they influence classroom decision making

  • articulate an informed and defensible personal view of literacy that can be used to interrogate classroom practice for consistency with this view